Early intervention may help students avoid continued unsatisfactory academic progress. Intervention strategies include:

• Work with the students to determine the reason(s) for poor performance;
  • Was it a matter of one bad course? Is there a pattern of difficulty in types of courses?
  • Was there a time limited crisis which resulted in poor grades?
  • If the student identifies him/herself as having a disability, did they access accommodations or did they "wing it."
  • Was there a lack of priorities and/or miscalculation of time commitments/too much free time?
  • Lack of motivation?
  • Were they in the wrong major - wrong due to interest or abilities?
  • Was it a housing issue?
  • Were the study skills employed appropriate?  Is the student aware that strategies (or lack of) are not going to meet college expectations?
    • Have the student write out their previous day, hour by hour.
• Review mid-term deficiencies with student and encourage them to meet with you or their professors on a regular basis;
• Discuss the results of unsatisfactory academic progress
  • Refer to Standards of Progress, if relevant.
• Assist students in realizing that their academic ability may or may not be in line with their educational choices;
  • Are they realistically assessing their abilities?
• Reduce the course load.
  • In the case of a withdrawal: students should be cautioned if they drop to 3 courses, they are no longer full time and place their financial aid and housing in jeopardy.
• Refer to appropriate campus resources and assist in determining what they need to do and how they will follow through:
  • The instructor.  Students are often intimidated by faculty or believe that their professors are off limits after class; therefore, they overlook one of the most helpful resources.  Professors can help the student identify where they are having trouble, why, and how they might approach things differently.
  • Academic Resource Center.  Learning skills instruction, tutoring, and writing assistance. 
    • Learning Skills. See Professor Joseph Catanese.
    • Subject Tutoring - the Peer Tutoring Program.  See: Jan LaFleur
    • Writing Assistance.  See Sister Irene.
  • For academic advisement: Mark Cronin, Assistant Dean of the College/Dean of Freshmen x7250; Anne E. Harrington, Director of Academic Advisement x7465.
  • Co-curricular involvement.   Student success highly correlates to activities outside of the classroom. 
    • Clubs and organizations. Student Activities. See Lauren MaGrath
    • Service learning, community service. Meelia Center.  See Dan Forbes
    • Community service, Sue Gabert, Campus Ministry.
  • Health Services, Todd Brede, if counseling is necessary
  • Sports/time commitment: Joe Catanese, Faculty Athletics Representative, Donna Guimont, Associate Director of Athletics, coach

Very often, concerned advisors can influence students' academic careers and also may contribute to improved student retention. Students do not always recognize the consequences of unsatisfactory performance, and through early intervention, advisors may help students avert continued academic difficulties.

Reference
Adapted from Fort Hayes University and George Mason University and Wheaton College advising handbooks.